IO.Z:   n*z=> 


R.  S.  D«e.  62.  A.  I.  6. 

U.  S.  DEPARTMENT  OF  AGRICULTURE, 


STATES  RELATIONS  SERVICE,. 
A.  C.  TBUE,  Director 


HOME  FLORICULTURE  AND  HOME-GROUND 
IMPROVEMENT. 

SUGGESTIONS  FOR  TEACHERS  IN  SECONDARY  SCHOOLS.1 

By  H.  P.  Barrows,  Specialist  in  Agricultural  Education. 

HOME  FLORICULTURE. 

INTRODUCTION. 

The  growing  of  flowers  about  the  home  is  considered  generally  of  aesthetic 
rather  than  economic  importance.  Likewise,  a  consideration  of  the  subject  in 
school  is  often  considered  more  appropriate  for  girls  and  small  children  rather 
than  for  boys  in  the  high  school.  No  doubt  exists  that  flowers  have  a  true 
cultural  value,  that  children  will  develop  into  better  and  broader  men  and 
women  because  they  have  the  privilege  of  working  in  a  flower  garden.  Do  not 
boys  need  this  cultural  influence  as  well  as  girls?  We  should  keep  in  mind 
also  the  economic  importance  of  floriculture.  In  many  districts  a  profitable 
market  may  be  worked  up  for  the  products  of  the  flower  garden.  In  any 
section  the  value  of  property  may  be  enchanced  and  civic  pride  developed 
through  the  carrying  out  of  an  organized  plan  to  grow  more  flowers. 

RELATION  OF  SUBJECT  TO  COURSE  OF  STUDY. 

A  phase  of  horticulture. — This  subject  should  form  a  part  of  a  general  course 
in  horticulture.  It  should  be  preceded  by  lessons  in  plant  propagation,  in 
which  special  attention  is  given  to  the  development  of  plants  in  the  seed  bed 
and  hotbed  and  to  such  forms  of  asexual  propagation  as  slips  and  cuttings. 
Although  lessons  in  home  floriculture  may  be  complete  in  themselves,  they 
also  may  be  considered  properly  as  a  foundation  for  much  that  should  be 
given  in  home-ground  ornamentation. 

In  sections  adjacent  to  large  cities  it  may  be  advisable  and  practical  to  give 
a  special  course  in  floriculture,  in  which  the  commercial  aspects  of  the  subject 
are  considered  of  primary  importance,  and  for  such  a  course  the  students  should 
have  the  use  of  a  greenhouse ;  but  the  details  of  management  of  such  a  course 
are  beyond  the  scope  of  this  paper.  Here  floriculture  will  be  considered  as 
fitting  the  rural  high-school  curriculum,  in  which  the  home  flower  garden  is 
of  first  importance  and  the  production  of  flowers  for  sale  a  secondary  con- 
sideration. 

Correlations. — If  the  lessons  in  floriculture  follow  lessons  in  botany,  the 
students  will  find  abundant  opportunity  for  application  of  botanical  principles. 
They  can  not  do  justice  to  plant  culture  unless  they  know  how  plants  grow. 
A  general  knowledge  of  «the  classification  of  plants  will  add  a  good  deal  of 

1  Prepared  under  the  direction  of  C.  H.  Lane,  Chief  Specialist  in  Agricultural  Education, 
States   Relations   Service. 
7275°— 17 


interest  to  a  study  of  ornamental  and  flowering  plants.  If  the  students  have 
not  had  botany,  it  will  be  necessary  to  devote  several  lessons  to  a  consideration 
of  how  plants  grow  and  how  man  may  aid  plants  in  growing.  One  or  two 
lessons  by  way  of  review  of  these  subjects  will  be  of  value  if  the  students 
have  taken  botany  in  a  previous  year.  It  is  very  satisfactory  for  the  students 
to  have  botany  and  horticulture  in  the  same  year  if  the  teachers  of  the  two 
subjects  work  together,  and  the  work  should  be  so  planned  that  much  of  the 
botany  may  be  applied  directly  to  horticulture.  A  greater  interest  will  be 
maintained  in  botany  if  the  lessons  are  based  upon  concrete  experiences  with 
plants  and  applied  in  a  practical  way.  Greenhouses  and  gardens  are  main- 
tained at  some  of  the  larger  and  more  progressive  high  schools  for  use  in  the 
teaching  of  botany. 

Seasonal  sequence. — Whenever  any  extensive  course  is  given,  and  especially 
if  it  is  to  be  accompanied  by  practical  work,  an  effort  should  be  made  to 
make  the  work  seasonal.  In  sections  where  students  may  work  outside 
throughout  the  year  or  at  schools  in  northern  sections  which  have  a  green- 
house, seasonal  sequence  is  not  so  important,  although  some  seasonal  problems 
are  met  with.  In  most  sections,  however,  it  is  better  to  consider  the  planting  of 
bulbs  in  the  fall  and  at  the  same  time  secure  soil  and  other  material  for 
inside  work.  During  the  winter  months  work  may  be  done  in  some  forms  of 
propagation,  in  potting  plants,  preparing  window  boxes,  and  in  making  plans 
and  preparations  for  spring  garden  work.  As  most  of  the  work  and  interests 
center  in  the  garden  in  the  spring  and  summer,  the  lessons  in  floriculture  should 
come  at  that  period  if  they  are  to  be  confined  to  any  one  time  in  the  year. 
Seasonal  sequence  will  depend  upon  local  conditions  and  may  not  be  incon- 
sistent with  a  logical  presentation. 

CLASSROOM  INSTRUCTION. 

A  logical  sequence. — As  suggested,  a  logical  beginning  for  a  study  of  any 
phase  of  plant  production  is  a  consideration  of  the  structure  and  functions  of 
the  plant.  After  the  students  have  learned  something  as  to  how  plants  grow, 
then  they  may  consider  how  man  may  aid  plants  in  growing.  A  consideration 
of  this  subject  naturally  will  be  subdivided  into  a  general  treatment  of  how 
man  may  aid  plants  in  their  requirements  for  food,  water,  air,  light,  and 
proper  temperature.  Special  emphasis  should  be  placed  upon  those  factors 
of  the  environment  which  man  may  modify  to  the  greatest  extent  with  plants 
out  of  doors,  viz.,  the  soil,  water,  and  other  plants  and  annuals.  In  considering 
soils  for  flowering  plants,  special  attention  should  be  given  the  ideal  types  of 
soil  needed  and  the  requirements  for  modifying  local  soils  toward  the  ideal. 
Special  attention  should  be  given  the  making  of  bedding  and  potting  soils. 
In  all  sections  the  value  of  the  compost  heap  and  the  use  of  natural  manures 
should  be  emphasized,  while  the  importance  of  commercial  fertilizers  will 
depend  upon  local  conditions.  Special  attention  should  be  given  irrigation  and 
drainage. 

Although  the  different  groups  and  varieties  of  plants  will  offer  special 
problems  in  regard  to  the  treatment  of  insects  and  disease,  the  students  should 
be  made  to  understand  at  this  time  in  a  general  way  how  man  may  protect 
plants  from  these  pests.  They  should  know  the  general  classification  of  both 
groups  in  respect  to  methods  of  treatment  and  become  familiar  with  the  com- 
mon spray  formulas  and  have  a  knowledge  of  their  practical  application. 

After  a  general  consideration  of  plant  culture  the  students  should  be  ready 
for  a  more  detailed  study  of  the  groups  of  flowering  plants.  In  most  sections 
greatest  emphasis  should  be  given  hardy  annuals  and  their  care  and  manage- 
ment.    Where  but  two  or  three  lessons  are  to  be  devoted  to  the  subject,  they 


3 

may  well  be  based  upon  this  group  of  flowers.  Farmers'  Bulletin  195,  Annual 
Flowering  Plants,  will  serve  well  as  a  manual  for  these  lessons,  as  it  gives 
general  directions  for  the  home  garden  as  well  as  descriptions  of  the  most 
common  plants. 

The  amount  of  time  given  to  potting  plants  will  depend  upon  facilities  for 
the  work  and  for  their  subsequent  care  and  management.  The  classes  are  few 
in  which  some  practice  can  not  be  had  in  potting  plants  either  for  the  home 
or  for  the  school. 

The  consideration  of  herbaceous  and  woody  perennials  will  depend  greatly 
upon  what  is  to  be  done  in  connection  with  home-grown  ornamentation.  In 
the  limited  time  available  it  will  be  advisable  to  pay  particular  attention  to 
some  class  of  plants  which  are  especially  well  adapted  to  the  community 
rather  than  attempt  to  cover  the  whole  field.  For  example,  in  sections  where 
roses  do  well  the  time  may  be  spent  largely  upon  roses.  In  such  a  case  Farmers' 
Bulletin  750,  Roses  for  the  Home,  may  be  made  the  basis  for  the  lessons  given. 

Bulbs  constitute  another  group  of  very  interesting  plants  which  should  be 
given  considerable  attention  if  there  is  time.  They  should  be  studied  as 
material  for  bedding  purposes  in  connection  with  the  home  grounds. 

In  the  ordinary  high-school  course  there  will  be  little  time  or  place  for  a 
consideration  of  such  special  phases  of  gardening  as  rock  gardens  and  water 
gardens.  Time,'  however,  should  be  taken  for  a  discussion  of  window  boxes 
because  there  is  an  opportunity  to  make  application  of  the  information  at  the 
school. 

A  general  consideration  of  methods  and  materials  forms  the  basis  for  the 
chief  factor  in  home  floriculture — the  home  flower  garden.  Most  of  that  which 
is  discussed  in  the  lessons  suggested  may  be  applied  in  a  practical  way  to 
the  home  garden.  Whether  the  students  are  each  conducting  a  home  flower- 
garden  project  or  not,  the  classroom  discussion  may  be  conducted  from  the 
project  point  of  view  as  if  each  were  to  make  a  practical  application.  The 
study  outline  given  in  connection  with  the  home  project  is  suggestive  of  how 
the  subject  may  be  taken  up  in  the  classroom. 

Use  of  reference  material. — It  is  unfortunate  that  none  of  the  books  on 
floriculture  has  been  written  to  meet  the  needs  of  secondary  students.  The 
teacher  may  make  good  use,  however,  of  popular  books  and  magazines  by  using 
discretion  in  making  individual  assignments.  The  class  may  not  have  time  to 
consider  special  phases  of  the  subject,  but  there  is  plenty  of  reference  material 
to  which  a  student  who  has  a  special  interest  in  a  particular  subject  may  be 
assigned  for  special  study  and  report. 

Use  of  illustrative  material. — The  teacher  should  draw  upon  neighboring 
gardens  as  far  as  possible  for  material  to  be  brought  into  the  classroom. 
If  they  can  be  arranged,  field  trips  to  well-planned  gardens  and  to  neighboring 
greenhouses  will  be  profitable.  The  teacher  may  make  good  use  of  well-illus- 
trated magazines  and  seed  catalogues  in  connection  with  all  phases  of  the 
study.  In  working  out  garden  plans  the  blackboard  should  be  used  extensively 
and  ideal  plans  worked  out  in  permanent  chart  form. 

PRACTICUMS  AND  PROJECTS. 

The  amount  of  practical  horticulture  to  be  done  at  the  school  will  depend 
upon  time  and  equipment.  The  school  having  a  greenhouse  and  a  flower 
garden  will  have  little  difficulty  in  making  application  of  all  phases  of  the 
subject.  By  utilizing  surrounding  gardens  and  connecting  the  school  work 
with  the  home  work  of  the  students  the  following  exercises  may  be  conducted 
without  greenhouse  or  garden  at  the  school: 


Making  window  boxes. — Schools  equipped  for  woodworking  will  find  the 
window  box  an  excellent  handicraft  exercise.  Although  the  box  should  be 
made  to  fit  the  window,  the  following  dimensions  are  desirable:  Length,  36 
inches;  width,  8  inches;  depth,  8  inches.  Tamarack,  cedar,  redwood,  or  some 
such  material  that  will  stand  contact  with  moist  soil  should  be  used.  The 
bottom  should  be  raised  1  inch  at  each  end  and  perforated  with  a  number 
of  half-inch  holes  for  drainage.  The  boxes  may  be  planted  for  ornamental 
purposes,  but  some  of  them  should  be  used  for  growing  material  which  the 
class  may  have  before  it  in  a  study  of  the  development  of  various  kinds  of 
plants.  The  boxes  may  be  used  also  in  forcing  bulbs  and  other  plants  for 
outdoor  planting. 

Wherever  the  shop  work  is  given  under  other  management,  such  handicraft 
work  should  be  cooperative.  In  one  county  high  school  a  class  in  mechanic 
arts  supplied  each  of  the  rural  schools  of  the  county  with  a  window  box  which 
served  as  a  model  for  the  younger  students. 

Potting  plants. — For  potting  plants  the  following  equipment  and  material 
is  needed:  A  workbench,  suitable  soil,  a  coarse  soil  sieve,  a  sprinkling  can, 
a  shovel,  material  for  drainage,  pots,  and  plants.  The  soil  should  be  rich  in 
plant  food  and  should  contain  sufficient  sand  and  organic  matter  to  prevent 
any  tendency  for  it  to  harden  or  bake  upon  drying.  When  moist,  it  should 
fall  apart  readily  when  squeezed  in  the  hand.  Equal  parts  of  a  good  loam, 
clean  sand,  and  well-rotted  manure  or  compost,  all  worked  through  a  coarse 
sieve,  will  prove  suitable  for  ordinary  work.  The  following  may  be  considered 
essentials  of  good  potting:  (a)  The  soil  should  be  moderately  moist  through- 
out; (b)  the  pots  should  be  clean  and  soaked  in  water  before  using;  (c) 
the  pots  should  be  of  a  size  suited  to  the  plant;  (d)  pots  4  inches 
in  diameter  and  larger  should  be  filled  one-fourth  full  of  pieces  of  broken  pots 
to  provide  for  drainage;  (e)  the  plants  should  be  placed  at  the  proper  depth 
and  in  the  center  of  the  pot;  (/)  the  soil  should  be  filled  about  the  roots 
carefully  by  hand  and  then  made  compact  by  pressure  with  the  thumbs;  (g) 
the  plants  should  be  watered  thoroughly  after  potting  and  then  placed  away 
from  direct  light  for  a  day  or  two  until  they  are  established.  If  the  soil 
has  been  properly  compacted  about  the  roots,  it  will  be  possible  to  remove  the 
pot  by  turning  it  upside  down  and  giving  the  edge  a  slight  jar,  the  soil 
remaining  compact.  As  the  plants  grow  so  that  their  roots  fill  the  pots,  they 
should  be  shifted  to  larger  pots  if  they  are  intended  for  inside  use.  Practice 
in  shifting  may  be  given  along  with  potting  if  there  are  pot-bound  plants  on 
hand. 

A  study  of  flower  seeds. — Students  in  floriculture  should  become  familiar 
with  common  flower  seeds.  One  of  the  best  ways  to  accomplish  this  is  to 
have  each  student  collect  and  mount  seeds  of  a  given  number  of  plants. 
Directions  for  this  work  may  be  obtained  in  Farmers'  Bulletin  586,  Collection 
and  Preservation  of  Plant  Material  for  Use  in  the  Study  of  Agriculture. 
Along  with  this  study  of  seeds  practice  should  be  given  in  testing  seeds  for 
impurities  and  for  viability  according  to  directions  in  Farmers'  Bulletin  428, 
Testing  Farm  Seeds  in  the  Home  and  in  the  Rural  School. 

A  study  of  bulbs. — If  bulbs  are  considered,  students  should  become  familiar 
with  the  common  bulbs  and  their  method  of  production  and  growth.  Good  use 
may  be  made  of  the  window  boxes  and  small  beds  outside  in  planting  bulbs  and 
observing  their  development.  Each  planting  should  be  labeled  and  a  record 
kept  to  show  time  and  depth  of  planting. 

Cultural  practice. — The  amount  and  nature  of  such  practice  will  depend 
upon  the  home  gardens  and  near-by  gardens  available  for  the  work  of  students. 
It  may  be  possible  to  make  arrangements  for  the  class  to  work  as  a  whole 


in  a  neighboring  garden  if  some  constructive,  orderly  work  is  assured.  Indi- 
vidual home  practicums  may  be  assigned  to  students  having  gardens  at  home. 
The  following  suggestions  are  given  for  both  class' practicums  and  home  prac- 
ticums: (a)  Various  kinds  of  planting;  (b)  disbudding  carnations,  chrysan- 
themums, and  other  herbaceous  plants;  (c)  mixing  of  sprays  and  their  appli- 
cation; (d)  pruning  and  training  of  roses  and  other  woody  plants. 

A  flower  exhibit.1 — Much  interest  may  be  aroused  in  the  home  flower  garden 
by  planting  a  flower  exhibit  at  the  school.  If  there  is  not  sufficient  material 
for  a  special  flower  exhibit,  the  display  of  flowers  may  be  made  a  part  of  a 
general  school  fair.  An  announcement  of  premiums  to  be  awarded  should  be 
made  early,  so  the  students  will  have  something  toward  which  to  work. 

Home  projects. — The  best  means  for  developing  practice  in  home  floriculture 
and  making  application  of  the  classroom  instruction  is  through  individual 
home  projects.  The  project  should  be  sufficiently  extensive  and  placed  upon 
such  a  basis  as  to  appeal  to  secondary  students.  In  order  to  accomplish  this, 
in  most  cases  there  must  be  prospects  for  producing  flowers  to  sell  at  a  profit. 
In  some  sections  flower  production  may  be  so  specialized  that  a  project  cover- 
ing one  species  of  flowers  will  be  advisable,  for  example,  one-tenth  acre  of 
cosmos,  snapdragons,  violets,  gladiolus,  sweet  peas,  and  nasturtiums;  a  some- 
what extensive  bed  of  pansies,  or  asters  involving  sale  of  both  plants  and 
flowers,  or  a  bed  of  dahlias  or  other  perennials.  In  most  cases  a  general 
home  flower  garden  will  be  most  feasible  and  will  offer  the  greatest  range  of 
practice.  The  following  study  outline  is  but  suggestive.  It  should  be  modified 
to  meet  local  needs  and  conditions. 

STUDY  OUTLINE  FOR  HOME   FLOWER  GARDEN  PROJECT. 

I.  Shall  I  grow  flowers  as  my  project? 

1.  Do  I  like  flowers  and  enjoy  working  with  plants? 

2.  Is  there  a  plat  of  land  at  home  suitable  for  growing  flowers? 

3.  Can  I  make  arrangements  to  use  this  land  and  grow  flowers  on  my 

own  account? 

4.  Is  there  a  prospect  for  making  the  project  profitable? 

II.  What  shall  be  my  aim  in  growing  flowers? 

1.  Will  I  be  able  to  supply  our  home  with  a  constant  supply  of  cut 

flowers  ? 

2.  Have  I  sufficient  time  and  land  to  grow  a  surplus  for  sale? 

3.  Is  there  a  market  for  the  sale  of  my  surplus  at  a  profit? 

4.  What  is  the  distinction  between  a  home  flower  garden  and  the  grow- 

ing of  flowers  to  ornament  the  home  grounds? 

III.  How  shall  I  plan  my  garden  to  secure  the  best  results? 

1.  Why  is  it  necessary  to  know  a  good  deal  of  the  individual  species 

of  flowering  plants  and  their  needs  before  the  flower  garden  is 
planned? 

2.  How  large  should  the  garden  be  for  my  purpose? 

3.  What  factors  must  I  consider  in  its  location? 

4.  What  are  ideal  types  of  soil  for  a  flower  garden? 

5.  How  shall  I  improve  my  soil? 

6.  How  shall  I  provide  good  drainage? 

7.  How  may  I  provide  for  irrigation? 

8.  How  about  protection  from  wind? 

9.  Will  it  be  necessary  to  fence  the  garden? 

xFor  suggestions  regarding  school  exhibits  see  S.  R.  S.  Doc.  42,  Agricultural  Exhibits 
and  Contests. 


6 

III.  How  shall  I  plan  my  garden  to  secure  the  best  results? — Continued. 

10.  What   factors   will   determine   the   space   devoted   to   each   kind   of 

flower  ? 

11.  What  factors  will  determine  the  place  of  each  kind  in  the  garden  and 

the  method  of  planting,  i.  e.,  in  beds  or  in  hills  or  drills  in  rows? 

12.  What  will  determine  the  amount  of  space  between  beds  and  rows? 

13.  Shall   I   grow   annual   flowering  plants   chiefly   or   shall   I   attempt 

plants  that  are  propagated  by  means  other  than  seeds? 

14.  Have  I  a  map  drawn  accurately  to  scale  to  aid  me  in  my  planting? 

IV.  What  care  must  be  taken  in  securing  seed? 

1.  Can  I  recognize  the  common  flower  seeds? 

2.  Do  I  know  the  species  and  varieties  best  suited  to  my  needs? 

3.  What  use  may  be  made  of  good  seed  catalogues? 

4.  Why  will  it  not  pay  to  buy  cheap  seed? 

5.  Shall  I  buy  seed  in  packages  or  bulk? 

6.  Which  seed  will  I  need  to  test  for  viability? 

7.  What  are  the  best  methods  for  testing  flower  seeds? 

8.  At  what  time  should  I  secure  my  seed? 

9.  Will  it  pay  to  grow  any  of  my  own  seed  for  another  year? 

10.  What  methods  and  precautions  do  seed  growers  use  in  producing  the 
best  flower  seed? 

V.  Can  I  produce  the  strong,  healthy  plants  needed  for  my  garden? 

1.  Which  plants  must  be  started  under  glass? 

2.  Which  plants  must  be  started  in  flats  and  seed  beds? 

3.  What  methods  of  propagation  other  than  seeding  are  needed  for  the 

plants  I  am  to  grow? 

4.  Do  I  understand  the  methods  of  propagation  involved? 

5.  How  may  the  best  kind  of  soil  be  made  for  seed  beds  and  for  potting 

purposes? 

6.  Can  I  make  and  manage  hotbeds,  cold  frames,  and  seed  beds? 

7.  What  use  shall  I  make  of  flats  and  pots  in  producing  plants  for 

outdoor  planting? 

8.  What  plants  will  be  benefited  by  pricking  off? 

9.  How  does  transplanting  benefit  the  plants? 

10.  What  special  care  must  be  taken  in  changing  plants  from  the  hotbed 
to  outside  temperatures? 

VI.  What  preparation  shall  I  give  my  garden  soil? 

1.  Will  it  be  possible  to  plow  my  garden? 

2.  Shall  I  plow  or  spade  it  in  the  fall? 

3.  What  implements  and  tools  will  I  need? 

4.  In  what  respects  does  the  fertility  of  my  garden  need  improvement? 

5.  Under  what  conditions  may  I  use  barnyard  manure  to  advantage? 

6.  What  forms  of  barnyard  manure  are  best  suited  to  flowering  plants? 

7.  Under  what  conditions  may  I  use  commercial  fertilizers  profitably? 

8.  When  and  how  shall  I  apply  fertilizers? 

9.  Why   should   the   ground   be   leveled    and   stones   and   other   debris 

removed  thoroughly  before  planting? 

10.  What  preparation  should  be  given  the  soil  at  the  time  of  planting? 

11.  To  what  extent  will  the  preparation  depend  upon  the  kind  of  plants? 

VII.  Do   I   know  the  special   requirements   of  each   kind  of  plant   I   have 

selected  ? 

1.  What  are  the  botanical  relationships  of  each  plant? 

2.  What  is  the  general  nature  of  each  plant,  especially   with  respect 

to  its  flowers? 


VII.  Do   I   know   the   special  requirements   of  each   kind   of  plant  I   have 

selected  ? — Continued. 

3.  What  kind  of  seed  is  produced? 

4.  What  are  the  best  methods  of  propagation? 

5.  What  are  its  requirements  with  regard  to  soil  and  water? 

6.  What  are  its  requirements  with  regard  to  temperature  and  sunlight? 

7.  When  is  the  best  time  for  initial  seeding?    For  transplanting  to  the 

open  garden? 

8.  At  what  time  and  for  how  long  should  the  plants  bloom? 

9.  What  methods  might  be  used  to  retard  or  hasten   blooming?     To 

prolong  the  period  of  blooming? 

10.  What  special  methods  of  pruning  or  culture  are  used  to  secure  fine 

single  specimens  of  bloom?    A  profusion  of  bloom? 

11.  For  what  purposes  are  these  flowers  best  suited? 

12.  Is  there  a  market  for  them? 

13.  What  varieties  are  most  popular? 

14.  What  fungous  pests  are  apt  to  prove  injurious  to  the  plant? 

15.  What  insect  enemies  and  other  annual  pests  may  prove  harmful? 

16.  What  treatment  is  necessary  for  these  diseases  and  pests? 

VIII.  Can  I  sell  and  market  my  flowers  to  advantage? 

1.  Shall  I  sell  my  flowers  to  a  dealer  or  build  up  a  private  trade? 

2.  Have  I  investigated  the  needs  and  requirements  of  both  kinds  of 

markets? 

3.  At  what  time  of  day  should  most  flowers  be  picked? 

4.  What  precautions  must  be  used  in  picking? 

5.  What  care  must  be  given  to  keep  them  in  good  condition  until  they 

reach  the  market? 

6.  Can  I  pack  flowers  so  they  may  reach  a  distant  market  in  good 

condition? 

7.  What  records  and  accounts  must  I  keep  to  be  able  to  ascertain  how 

much  my  flowers  cost? 

8.  What  prices  must  I  obtain  to  make  a  profit? 

9.  How  can  I  use  my  surplus  flowers  to  make  some  one  happy? 

IMPROVING  THE  HOME  GROUNDS. 

Any  extensive  study  of  landscape  gardening,  involving  as  it  does  a  knowledge 
of  aesthetic  art,  practical  horticulture,  and  surveying,  is  beyond  the  scope  of 
the  secondary  school.  An  appreciation  of  landscape  art  may  be  developed, 
however,  and  a  good  start  made  toward  practical  attainment  in  connection 
with  elementary  floriculture.  Most  rural  communities  need  such  a  stimulus 
to  civic  improvement  as  may  be  given  by  an  enthusiastic  teacher  with  a  class 
of  interested  students.  If  a  way  is  opened  for  the  students  to  gain  practice 
on  the  home  grounds,  it  will  not  only  be  a  means  of  applying  what  they  may 
learn  of  the  subject  at  school,  but  will  also  be  a  good  means  of  stimulating 
community  interest  in  making  the  home  grounds  more  beautiful. 

RELATION  OF  SUBJECT  TO  COURSE  OF  STUDY. 

A  phase  of  horticulture. — This  subject  should  form  a  part  of  a  general  course 
in  horticulture.  It  should  be  preceded  by  lessons  in  plant  propagation,  in 
which  special  attention  is  given  the  development  of  plants  in  the  seed  bed 
and  hotbed  and  such  forms  of  asexual  propagation  as  slips  and  cuttings.  The 
subject  also  should  follow  a  number  of  lessons  in  home  floriculture,  in  which 
the  study  of  the  potting  of  plants  and  their  general  culture  is  followed  by  a 


8 

consideration  of  such  classes  of  plants  as  hardy,  annuals,  potting  and  bedding 
plants,  herbaceous  and  woody  perennials,  and  bulbs.  In  sections  where  any 
phase  of  horticulture  is  especially  important  and  where  time  and  equipment 
are  available  the  general  course  in  horticulture  may  be  divided  into  a  number 
of  special  courses  such  as  plant  propagation,  vegetable  gardening,  fruit  grow- 
ing, home  floriculture,  and  home-ground  ornamentation.  In  certain  suburban 
sections  the  latter  two  courses  or  a  combination  of  them  have  been  made  a 
prominent  feature  of  the  high-school  curriculum  in  agriculture. 

Correlations  and  cooperation. — If  the  students  have  not  had  lessons  which 
consider  how  plants  grow,  it  wTill  be  necessary  to  give  some  preliminary  les- 
sons upon  the  subject.  If  a  course  in  botany  is  given,  it  will  no  doubt  cover 
some  of  the  elements  of  plant  physiology.  This  course  also  should  do  something 
to  arouse  interest  in  native  flora,  a  knowledge  of  which  will  prove  very  useful 
in  home-ground  ornamentation.  In  any  study  of  ornamental  plants,  oppor- 
tunity will  be  found  for  an  application  of  what  may  have  been  learned  of 
classification.  In  fact,  if  there  is  proper  cooperation  between  the  teacher  of 
agriculture  and  the  teacher  of  botany,  much  of  the  botany  may  be  applied  in 
home-ground  ornamentation.  Likewise,  an  excellent  opportunity  to  correlate 
this  phase  of  horticulture  with  the  teaching  of  art  is  afforded.  Wherever  a 
teacher  of  art  is  employed,  her  cooperation  should  be  sought  in  considering 
the  plans  of  the  ultimate  picture  which  the  home  grounds  will  present.  The 
drawing  of  plans  should  be  correlated  with  both  free-hand  and  mechanical 
drawing.  If  elementary  surveying  is  made  a  part  of  a  course  in  rural  engineer- 
ing, opportunity  may  be  given  students  who  have  a  surveying  problem  in  their 
landscape  work  to  take  part  in  the  instruction  and  practice  given.  If  such  a 
plan  is  impractical,  it  may  be  possible  to  have  the  agricultural  engineering 
students  lay  off  the  land  in  the  school  or  home  projects. 

CLASSROOM  INSTRUCTION. 

Use  of  reference  material. — Although  no  elementary  text  intended  for  a 
secondary  course  in  this  subject  is  available,  there  are  a  number  of  popular 
books  upon  the  home-ground  and  one  or  two  elementary  texts  in  landscape 
gardening,  which  may  be  used  to  good  advantage  as  references.  These  texts 
may  be  supplemented  by  bulletins.  If  but  a  few  lessons  are  to  be  devoted  to 
the  subject,  Farmers'  Bulletin  185,  Beautifying  the  Home  Grounds,  may  be 
used  as  a  basis  of  instruction.  Some  of  the  State  colleges  and  departments  of 
horticulture  have  issued  well-illustrated  popular  bulletins  on  the  subjects. 
These  publications  will  prove  very  helpful  in  making  application  to  local  con- 
ditions. Catalogues  of  reliable  nurserymen  and  seed  companies  should  be 
drawn  upon  for  illustrations  and  descriptions  of  plants,  shrubs,  and  trees. 

Use  of  illustrative  material. — Well-illustrated  magazines  on  country  life  may 
be  used  to  develop  ideals  in  regard  to  the  home  grounds  and  to  visualize  the 
ideals  set  forth  in  the  class.  Care  should  be  taken  to  use  mostly  those  illustra- 
tions which  portray  homes  within  the  reach  of  the  patrons  of  the  school  and 
the  community  in  which  it  is  located.  Sets  of  lantern  slides  will  prove  of 
special  value  in  showing  the  good  and  contrasting  it  with  the  bad  in  home- 
ground  landscape  art.  The  blackboard  should  be  used  freely  in  working  out 
plans  before  the  students.  It  is  often  possible  to  secure  copies  of  ideal  plans 
from  State  colleges  and  departments  of  horticulture  and  to  get  cooperation  in 
criticizing  plans  and  suggesting  improvements.  Field  trips  should  be  taken  for 
a  critical  study  of  home  grounds  convenient  to  the  school.  A  trip  to  a  nursery 
where  ornamental  plants  and  shade  trees  are  propagated  will  be  well  worth 
while  in  connection  with  a  study  of  types  and  varieties  suited  to  local  con- 
ditions. 


9 

Sequence  of  subject  matter. — In  following  a  logical  sequence  the  home 
grounds  should  be  considered  first  as  a  whole  with  reference  to  the  picture 
they  present  in  the  landscape.  It  should  be  made  clear  that  the  principles  of 
landscape  art  as  applied  to  the  home  grounds  are  the  same  as  those  applied 
to  larger  areas ;  that  the  chief  aim  is  to  secure  a  pleasing  picture,  one  that 
will  harmonize  with  its  surroundings  and  at  the  same  time  be  in  accordance 
with  home  comfort  and  efficiency.  It  is  important  also  to  consider  the  picture 
that  will  be  presented  from  the  home  as  well  as  the  one  which  it  will  present. 
A  most  important  idea  to  be  brought  out  at  this  time  is  the  independence  of 
good  landscaping  in  the  country  and  for  the  farm  home  to  that  worked  out  for 
the  city.  It  is  also  important  to  consider  the  general  and  local  nature  of  the 
country.  Forms  suited  to  mountain  sections  or  wooded  areas  will  not  harmonize 
with  the  natural  surroundings  of  the  prairies  and  plains.  It  is  well  to  study 
and  plan  the  ideal ;  but  if  the  lessons  are  to  have  value  in  the  community  there 
must  be  adaptation  to  local  conditions;  hence  the  need  of  studying  the  com- 
munity and  of  utilizing  whatever  local  literature  may  be  obtained. 

After  the  whole  picture  is  considered  it  should  be  analyzed  and  a  study  made 
of  its  component  parts.  Although  the  house  forms  the  center  of  the  picture 
and  should  be  given  first  consideration  in  the  general  plan,  there  is  not  time 
nor  place  in  an  agricultural  course  for  a  detailed  study  of  house  plans.  The 
problem  of  most  of  the  students  will  be  to  plan  their  landscaping  to  houses 
already  built  rather  than  to  plan  houses  to  fit  the  landscape.  Nevertheless, 
the  importance  of  proper  location  of  the  houses  and  good  lines  in  its  architec- 
ture should  be  emphasized.  The  place  of  walks,  drives,  and  beds  in  the  plan 
may  be  considered  next,  with  as  much  time  as  possible  devoted  to  a  consid- 
eration of  their  construction  and  management.  Although  few  of  the  students 
may  have  opportunity  to  plan  and  plant  the  whole  of  the  home  grounds,  a 
majority  of  the  class  may  have  the  privilege  of  planting  and  caring  for  a 
lawn  or  of  setting  out  and  caring  for  some  trees,  shrubs,  or  vines.  One 
lesson  may  be  devoted  to  lawns,  using  Farmers'  Bulletin  494,  Lawn  Soils 
and  Lawns,  as  a  guide.  As  evergreens  and  deciduous  trees  have  a  different 
place  in  the  landscape  and  must  be  managed  in  a  different  way,  it  will  be 
desirable  to  consider  them  separately.  Under  each  group  should  be  considered 
their  place  on  the  home  grounds,  the  kinds  adapted  to  local  conditions,  and 
their  planting  and  care  in  detail.  Special  attention  should  be  given  to  methods 
of  pruning  adapted  to  shade  trees  and  ornamentals,  as  the  students  doubtless 
will  have  derived  their  notions  of  pruning  from  lessons  on  pruning  fruit  trees. 
Lessons  on  modern  tree  surgery  will  fit  in  well  here,  if  time  permits.  Shrubs 
and  vines  may  be  considered  in  the  same  way  as  the  trees.  After  the  students 
have  become  familiar  with  the  most  important  materials  to  be  used  in  the 
community,  they  are  ready  to  study  and  discuss  such  special  problems  as 
hedges,  shelters,  and  windbreaks  in  which  these  materials  will  be  used.  They 
are  ready  also  to  consider  materials  and  plans  suitable  for  both  temporary  and 
permanent  effects  in  all  features  of  the  home  grounds. 

School  grounds. — The  improvement  of  school  grounds  should  have  the  in- 
terest of  every  rural  school.  The  agricultural  class  of  the  high  school  should 
be  in  a  position  not  only  to  do  something  for  their  own  school,  but  also  to  aid  the 
elementary  rural  schools  of  their  neighborhood.  If  the  school  ground  needs 
improvement  the  class  ought  not  to  look  further  for  class  practice  in  such 
work.  Inasmuch  as  the  improvement  of  the  school  grounds  is  merely  an 
adaptation  of  principles  which  apply  to  the  home  grounds,  after  the  lessons 
on  the  improvement  of  the  home  grounds  have  been  completed  one  or  more 
lesson  periods  may  be  well  spent  in  such  adaptation. 


10 

PRACTICUMS  AND  PROJECTS. 

School  practicums. — A  great  deal  of  practice  along  the  line  of  work  suggested 
may  be  given  according  to  the  time  available  and  according  to  local  needs 
and  conditions.  As  a  rule,  it  will  not  be  difficult  to  secure  practice  in  planting, 
pruning,  and  spraying  either  at  the  school  or  at  homes  conveniently  near. 

Home  practicums. — If  there  is  opportunity  for  the  students  to  continue  their 
practice  at  home  and  increase  their  skill  and  apply  what  they  have  been  learn- 
ing, credit  should  be  given  this  work  as  home  practicums.  If  individual  plans 
are  not  a  prominent  part  of  the  school  work,  planning  problems  should  be 
assigned  students  where  there  is  a  possibility  of  putting  all  or  a  part  of  the 
improvement  plans  into  operation. 

School  projects. — The  planning  and  planting  of  the  school  grounds 1  furnishes 
an  excellent  project  for  the  whole  class  or  such  part  of  the  class  as  have  no 
home  project  along  this  line.  In  a  few  schools  where  the  school  grounds  have 
been  planted  the  class  has  undertaken  the  planting  and  care  of  street  trees 
and  park  areas  in  the  community.  If  any  of  this  work  is  to  be  of  an  elaborate 
nature,  it  will  be  well  to  submit  all  plans  to  a  competent  landscape  expert 
before  they  are  carried  out. 

Home  projects. — Each  student  should  as  far  as  possible  carry  out  some 
definite  plan  of  home-grounds  improvement.  Such  projects  may  vary  from  the 
planting  of  a  few  trees  or  shrubs,  the  starting  of  a  hedge  or  a  lawn,  to  a  com- 
plete reconstruction  or  initial  planting  of  the  whole  homestead.  The  following 
outline  should  be  suggestive  of  a  study  outline  which  could  be  adapted  to 
whatever  sort  of  project  the  student  may  take  up.  Plans  drawn  accurately  to 
scale  and  a  complete  record  of  the  work  done:  with  an  account  of  all  expendi- 
tures, should  be  required  of  each  student. 

FARM  HOME  PROJECT  STUDY  OUTLINE. 

ORNAMENTATION    OF    HOME    GROUNDS — AN    IMPROVEMENT    PROJECT. 

I.  Shall  I  undertake  the  improvement  of  our  home  grounds  as  a  project? 

1.  What  improvement  can  I  make? 

2.  Does  the  improvement  involve  a  knowledge  of  landscape  art? 

3.  Have  I  a  knowledge  of  art  and  horticulture  as  a  foundation  for  such 

an  undertaking? 

4.  Do  I  have  a  liking  for  such  work? 

II.  What  existing  factors  must  I  consider  in  the  plan  of  my  work? 

1.  To  what  extent  may  I  modify  present  conditions? 

2.  How  much  time  and  money  will  I  have  to  spend? 

3.  How  large  is  the  area  to  be  included? 

4.  What  features  of  this  climate  must  I  consider? 

5.  What  bearing  will  the  kind  of  soil  have  upon  my  plans? 

6.  What  about  the  water  supply  and  drainage? 

7.  Why  will  it  be  necessary  to  consider  the  exposure? 

8.  What  are  the  peculiarities  of  the  site  which  I  must  take  into  con- 

sideration? 

9.  To  what  extent  must  I  consider  the  architecture  of  the  house  and 

other  buildings? 
10.  To  what  extent  will  I  be  free  to  use  my  own  judgment  in  making 
my  plans  and  in  carrying  them  out? 

*See  Farmers'  Bulletin  134,  Tree  Planting  on  Rural   School  Grounds. 


11 

III.  What  preliminary  work  should  be  done? 

1.  What  cleaning  up  about  the  yard  is  to  be  done? 

2.  Are  there  any  unnecessary  and  unsightly  outbuildings  to  be  removed? 

3.  What  can  be  done  by  a  careful  use  of  paint? 

IV.  What  shall  be  the  essential  features  of  my  plan? 

1.  Shall  I  work  for  temporary  or  permanent  effects? 

2.  Shall  I  use  a  natural  or  a  formal  style? 

3.  What  walks  and  drives  are  necessary? 

4.  What  area  shall  be  planted  to  lawn? 

5.  Where  are  trees  to  be  planted? 

6.  What  use  is  to  be  made  of  vines? 

7.  Will  a  windbreak  be  necessary? 

8.  What  part  are  hedges  to  play  in  the  plan? 

9.  Where  shall  my  flower  beds  be  located? 

10.  When  my  plan  is  worked  out  will  it  present  a  pleasing  picture? 

11.  Will  it  provide  for  convenience  and  comfort? 

12.  Will  its  execution  be  within  my  means? 

13.  How  shall  a  map  of  my  plans  be  drawn? 

14.  What  use  may  I  make  of  annuals  for  temporary  effects? 

V.  How  shall  I  prepare  for  planting? 

1.  What  provision  shall  I  make  for  irrigation  and  drainage? 

2.  What  grading  will  be  necessary? 

3.  What  must  be  done  to  put  the  soil  into  proper  condition? 

4.  What  is  the  best  season  for  doing  this  preliminary  work? 

VI.  How  about  the  planting  of  trees? 

1.  Can  I  plant  trees  properly  with  reasonable  assurance  that  they  will 

grow? 

2.  What  deciduous  trees  shall  I  plant? 

3.  What  evergreen  trees  shall  I  plant? 

4.  Are  there  native  trees  which  will  serve  my  purpose? 

5.  Where  shali  I  secure  my  nursery  stock? 

6.  How  large  shall  the  trees  be  for  planting? 

VII.  How  about  the  planting  of  shrubbery? 

1.  What  hardy  ornamentals  will  I  need  to  carry  out  my  plans? 

2.  Can  I  propagate  any  shrubbery  for  myself? 

3.  Have  I  assurance  that  *.hc  shrubs  I  have  selected  will  prove  hardy 

and  that  they  will  grow  under  my  conditions? 

4.  What  shall  I  plant  for  hedges? 

5.  What  nature  shrubs  may  I  collect  and  use? 

VIII.  What  vines  shall  I  plant? 

1.  What  vines  shall  I  plant  around  the  house? 

2.  What  vines  will  be  best  for  screens  and  fences? 

3.  What  annual  vines  shall  I  use  for  temporary  effects? 

IX.  How  shall  I  establish  a  lawn? 

1.  When  shall  I  plant  my  lawn? 

2.  How  shall  I  prepare  the  soil? 

3.  What  fertilizer  shall  I  use? 

4.  What  seed  shall  I  plant? 

5.  Do  I  understand  how  to  take  care  of  a  lawn  properly? 

X.  What  about  flowers? 

1.  What  flowers  shall  I  use  for  bedding  purposes? 

2.  What  hardy  annuals  are  suited  to  my  purpose? 


UNIVERSITY  OF  FLORIDA 


12  3  1262  08928  7840 

X.  What  about  flowers? — Continued. 

3.  What  perennials  shall  I  use  in  the  borders? 

4.  What  use  shall  I  make  of  bulbs? 

5.  Does  my  selection  of  flowering  plants  provide  for  a  succession  of 

abundant  bloom  throughout  the  season? 

6.  Do  I  understand  the  requirements  of  the  plants  I  have  selected? 

7.  WThat  methods  of  propagation  are  involved? 

8.  Will  I  need  a  hotbed  or  frames  for  the  production  of  plants? 

9.  Can  I  make  and  manage  a  hot-bed? 

XI.  Can  I  control  prevalent  pests? 

1.  Have  I  considered  insect  pests  and  diseases  in  the  selection  of  plants? 

2.  Can  I  control  the  common  insects  which  may  prove  harmful? 

3.  Can  I  control  common  plant  diseases  which  may  prove  troublesome? 
Issued  September  20,  1917. 


TTASHINGTON  :  GOVERNMENT  PBTNTING  OFFICE  :  1917 


